In the pursuit of developing a website blog for assessment 2, I explored various digital tools including Wix, WordPress, Prezi, Pinterest, Soundcloud, Audacity, Voki. Many of these tools I had never used before, some I had never heard of before this assessment. According to Howell (2012), the access to a variety of digital tools and the opportunity to freely explore them results in powerful learning experiences. I believe using these tools has given me valuable knowledge and skills throughout my learning experience, and I even had fun. I found myself reflecting on this immediately. If I enjoyed learning with digital tools perhaps others could also.

I initially developed two website blogs. One through Wix and the other WordPress. I did this to weigh up the pros and cons of each of them. I noticed that peers posted their preference for Wix over WordPress, however I found WordPress to be the better option. WordPress was easy to use, free and there seemed to be no glitches or loading issues. When navigating through my Wix website however, blogs wouldn’t load or open properly. This made my decision easy, I deleted Wix and continued with WordPress. After reflecting on this decision, I realised that if I had not decided to explore both, I may have chosen Wix it could have costed me valuable marks in the criteria of ‘technical elements’.

There were moments throughout this assessment when things were not going as planned. I ran into various issues with Wix, Souncloud and Audacity. The upside of this was, there is so many tools available to choose from! If one tool doesn’t work for you or suit your objective, there are so many more to explore until you find the one that suits you and your desired outcome.

My experience using WordPress, Prezi and Voki was surprisingly very enjoyable. These tools were easy to navigate, free and engaging. I began thinking of the various tasks I could use them for and the various settings in which I could use them. According to Howell (2012), presentation software and learning tools are used by teachers and students in education settings regularly. The possibilities are endless, even with the free versions. I can see myself undoubtedly using these tools again.



Howell, J. (2012). Teaching with ict: digital pedagogies for collaboration and creativity. South Melbourne, Australia. Oxford University Press.



Digital Fluency

Voki-audio-Digital Fluency 

What is Digital Fluency

‘Digital fluency’ according to Howell (2012, p. 243), is defined as “The ability to use digital technologies in a confident manner”. However, a more meaningful definition can be understood from Core Education (2015), Fluency in a digital learning context, describes a person’s fluency in understanding and utilising digital technologies to achieve outcomes.

What this means for teaching and learning in the digital world

Due to the increase in technology in recent years our workplaces are flooded with digital technology. Digital fluency is crucial for active participation in an increasingly digitalised society (Core Education, 2015). New skills are needed for new jobs. The skills needed for professions in previous years differ dramatically to the skills required to enter the workforce presently and, in the future (Howell, 2012).

Essentially people learn workplace skills through education at school. Educator’s and teachers across all phases of learning (early childhood, primary & secondary), share in the responsibility to prepare student’s for participation in a digitalised workforce (Howell, 2012). The skills are taught throughout the schooling years.

Digital fluency begins in the early years. The Technology and Play Framework ensures the implementation of teaching and learning with technology in the early years (Howell, 2012). During the early years, the digital fluency outcomes comprise of skills and experiences with technology (Howell, 2012). This can be built on in the next phase of learning. Students entering grade four are referred to as ‘technology neophytes’, they are beginners that harness the basic skills of digital technology and are ready to build on them (Howell, 2012). During the primary and early secondary years, students build on and refine their skills to achieve digital fluency in a range of technologies that prepare them for lifelong learning (Howell, 2012). These lifelong learning skills support the participation in a digital workforce.





Core Education. (2015, October). What is digital fluency? [Blog]. Retrieved from:


Howell, J. (2012). Teaching with ict: digital pedagogies for collaboration and creativity.                          South Melbourne, Australia. Oxford University Press



Figure 1 from pexels retrieved from:

Transmedia visual prezi

Transmedia refers to a narrative or media element that is dispersed among multiple media platforms (Kinder, 1991, as cited by Alper & Herr-Stephenson, 2013). Jenkins (2011) argues that transmedia is a concept that is still emerging and believes that groups of people are defining it differently for different purposes. However, Jenkins (2011) defines the concept ‘transmedia storytelling’ as logical thinking about the flow of content across various media platforms.

“Transmedia storytelling represents a process where integral elements of a fiction get dispersed systematically across multiple delivery channels for the purposes of creating a unified and coordinated entertainment experience. Ideally, each medium makes its own unique contribution to the unfolding of the story” Henry Jenkins, 2011.


There are many examples of transmedia. The most referenced examples of transmedia content are;

  1. Star Wars
  2. Star Trek
  3. The Matrix

(Merkin, 2014)

Star Wars released their first film on 27th October 1977, from then on have become an example of transmedia by dispersing their content among several media platforms such as;

  1. Movies
  2. Comics
  3. Story books
  4. Video games
  5. Theatre plays
  6. Television series
  7. Educational resources


Well developed transmedia experiences can potentially be a valuable tool for teaching and learning (Alper & Herr-Stephenson, 2013).


The characteristics of transmedia that are useful for learning are;

Resourceful– Transmedia supports learning of digital media literacy.

Social– Transmedia involves learners communicating with others.

Mobile– Mobile technologies and movement between platforms and settings.

Accessible– Wide range of digital and non-digital media, this allows accessibility to a wider audience of learners and children.

Replayable– Transmedia allows content to be re-visited. This accommodates all learning abilities.

(Alper & Herr-Stephenson, 2013, pp. 367-368).


Transmedia storytelling presents the opportunity to teachers and learners to participate in rich virtual experiences that fosters students’ engagement and learning (Fleming, 2013). Transmedia combined with pedagogy shift the dynamic off control in learning from the teachers to the learners, this facilitates learning in a rich, fruitful and engaging g way. Transmedia storytelling is a learning tool with the potential to motivate, persuade and educate (Fleming, 2013).

The possibilities of learning for children are not yet fully recognised, more research is needed to identify the positive outcomes transmedia may have on social skills, cultural competencies and various literacies (Alper & Herr-Stephenson, 2013, p. 368).



Alper, M., & Herr-Stephenson, R. (2013). Transmedia Play: Literacy Across Media. The National Association for Media Literacy Education’s Journal of Media Literacy Education 5:2 (2013) 366-369. Retrieved from:


Favreu, J. (2018). Image of Star Wars from Retrieved from:


Flemming, L. (2013). Expanding Learning Opportunities with Transmedia Practices: Inanimate Alice as an exemplar. The National Association for Media Literacy Education’s Journal of Media Literacy Education 5:2 (2013) 370-377. Retrieved from:


Hubert, K. (2018). Video of Transmedia in Star Wars. Youtube . Retrieved from:


Jenkins, H. (2011). Transmedia 202: Further reflections. Retrieved from:


Merkin, A. (2014). What are some good examples of transmedia storytelling. Quora. Retrieved from:



Being a Digital Curator

Digital curation is the utilisation of online curating tools to get through the masses of online content to the quality material. Digital curation tools allow anyone with a specific interest to collect information without having to ‘wade’ through irrelevant search results to find it (Flintoff, Mellow & Clark, 2014, p.1).

Digital curation tools also allow individuals to edit and re develop the search results then add this to their own collection (Flintoff, Mellow & Clark, 2014, p.1).

There is an extensive range of digital curation tools available. Some curation tools are accessible for a fee however many are freely available online (Flintoff, Mellow & Clark, 2014, p. 2). This makes digital curation tools virtually accessible to anyone with internet access.

There is so many different digital curation tools on offer, what are they?


Figure 1: The World of Content Curation image Retrieved from:

There are digital curation tools available to suit individual and organisational needs, Curata 2018 developed ‘The Ultimate List’ of content curation tools to assist in the search and selection of the most suitable tool (Curata Blog, 2018).

Digital curation can positively impact learning and teaching. Many of the curation tools available can be utilised by educators, teachers and students to assist in teaching and learning (Flintoff, Mello & Clark, 2014, pp. 2-7).

Digital curation can assist teachers and educators in ways such as;

  1. Assist research
  2. Can be used to create and share target specific learning resources.
  3. Can be used as a professional development tool.
  4. Can facilitate learning in many areas.
  5. Is not limited, can be used from early childhood education to higher education.(Flintoff, Mellow & Clark, 2014, pp. 1-7).

An example of a collaborative digital curation tool can be found by clicking on the link below. This Pinterest board was created by a team of educators with the goal of searching, adding and sharing Reggio Emilia inspired learning environments, activities and experiences for early childhood.

Another example of curation for education and learning can be found by clicking on the link below. This link will take you to a Pinterest board dedicated to teaching and learning about the weather.

Digital curation can be used to facilitate learning in educational settings. Digital curation can potentially achieve learning standards and outcomes such as;

Digital curation can be used to facilitate learning in educational settings. Digital curation can potentially achieve learning standards and outcomes such as;

  1. Collaborative group learning skills
  2. Writing skills
  3. Social and communication skills
  4. Critical thinking skills
  5. Digital citizenship
  6. Personal responsibility

(Johnson, 2018)


Reference List

Flintoff, K., Mellow, P., & Clark, K.P. (2014). Digital curation: opportunities for learning, teaching, research and professional development. Teaching and Learning Forum. Retrieved from:

Curata Blog. (2018). Content curation: The ultimate list [Blog Post]. Retrieved from:

Johnson, L. (2018). Why scoopit is becoming an indispensable learning tool. TeachThought. Retrieved from:

Create a free website or blog at

Up ↑

Create your website at
Get started